Maungatapu School

School Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

About the School

Maungatapu School is in Tauranga and provides education for approximately 600 learners. The school offers a dual medium curriculum to foster for Mainstream and Māori immersion learners.

The Mainstream consists of approximately 450 students who follow the New Zealand curriculum. These learners go from Years 1 to 6. The Māori immersion programme is called Te Pūwhāriki. Te Pūwhāriki provides a hapū based education, in total immersion Māori, for learners from years 1 to 8.

Part A: Parent Summary

How well placed is the school to promote educational success and wellbeing?

Achievement in Years 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Attendance

The school is approaching the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is improving towards or beyond the target.

Chronic absence is reducing over time.

Assessment

The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress 

The school has good quality planning to increase the rate of progress for all groups of students.

The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office

Part B: Rumaki/Bilingual Outcomes and Conditions to Support Learners Success 

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/reo rua classroom/s within in English medium schools.

Learner success and wellbeing

• Te Pūwhāriki learners are consistently exposed to local contexts, narratives and history that affirms their culture and promotes te reo Māori proficiency.
• End of year data for 2024 shows that almost all ākonga in Te Pūwhāriki are working at or above the expected curriculum levels for pānui, tuhituhi and pāngarau.
• Te Pūwhāriki is approaching the Government target of 80% regular attendance; the school is developing a plan to improve attendance.

Conditions to support learner success 

• Te Pūwhāriki ākonga are provided with extensive opportunities to learn across the breadth and depth of Te Marautanga o Aotearoa consistent exposure to local contexts, narratives and history affirms their cultural identity and promotes te reo Māori proficiency.
• Explicit, high-quality teaching and assessment in Te Pūwhāriki contributes to successful ākonga achievement and outcomes.
• Ākonga in Te Pūwhāriki benefit from strong leadership and are supported by targeted resources that promote engagement, learning, and wellbeing.

Part C: Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

• Almost all learners in Te Pūwhāriki meet or exceed the expected curriculum level in pānui, tuhituhi, and pāngarau; ākonga have a strong sense of belonging and are confident in their language, culture, and identity.
• A structured approached to the teaching of literacy and mathematics is implemented to support students in gaining strong foundation skills for learning and to ensure the one-hour a-day requirements are being met.
• The school's responsive curriculum promotes learning through mātauranga Māori, science, engineering the arts and mathematics (S.T.E.A.M.) to enable high levels of student engagement and success.
• Leadership builds and sustains strong relationships with parents, whānau, hapū and iwi to inform and achieve the school's strategic vision and improvement goals.
• Regular collaboration and professional learning support leaders and teachers in growing and strengthening their capability for continuous improvement.
• Leaders and teachers reflect on and adapt their practice to improve teaching and learning, impacting learner outcomes and maintaining a strong focus on equity.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• extend the analysis of school wide data to identify rates of student progress over time and further inform targeted achievement planning
• strengthen high quality teaching, learning and assessment practices to challenge students to excel and achieve excellence
• continue to strengthen whanau engagement to implement effective strategies that increase rates of regular attendance
• develop a leadership led plan that consolidates a Te Pūwhāriki voice at the governance level.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

• develop specific targets that focus on accelerating learning for students who are below expected levels in reading, writing, and mathematics
• maintain a strategic focus on increasing the number of students achieving above expected levels in reading, writing, mathematics and pānui, tuhituhi and pāngarau
• review the progress of target group learners; prioritise interventions to enhance learner achievement and outcomes
• leadership engages with ākonga and whānau of Te Pūwhāriki to review the plan for representation in school governance

Annually:

• analyse, evaluate, and report on the effectiveness of school actions and teaching practices to strengthen student learning, progress, achievement and data
• leadership engages with ākonga and whānau of Te Pūwhāriki to evaluate and strengthen school governance representation that promotes ākonga engagement, learning, and wellbeing.

Actions taken against these next steps are expected to result in:

• increased and sustained levels of equity, excellence, and outcomes for all learners
• increase rates of attendance to meet the Government target of 80% of students attending regularly
• enhanced and strengthened high-quality internal evaluation for continuous improvement
• accelerated achievement and success in for Te Pūwhāriki ākonga, fostering learner agency; ākonga striving for excellence across the breadth and depth of Te Marautanga o Aotearoa.

Part D: Regulatory and Legislative Requirements

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharee Hemingway
Director Ākonga Māori

23 May 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home